《What do you like》教案及反思
做好英語教案，是小學(xué)三年級英教師正常開展教學(xué)活動的重要保障，下面學(xué)習(xí)啦小編為大家?guī)砣昙壣蟽浴禬hat do you like》教案及反思，希望對你有所幫助!
《What do you like》教案：
教學(xué)目標(biāo)：
1.知識目標(biāo)
(1)復(fù)習(xí)和食物相關(guān)的詞匯，
What do you like?
(2)學(xué)習(xí)句型：Does Lin Tao like bananas/eggs/bread/meat? Yes, he does. / No, he doesn’t.
2.能力目標(biāo)
能夠熟練運用本節(jié)課所學(xué)到的句型對話。
3.情感目標(biāo)
培養(yǎng)學(xué)生良好的飲食習(xí)慣，不挑食，不厭食。
重點難點：
Does he/she like ___?
Yes, he/she does. No, he/she doesn’t.
教學(xué)過程：
Step 1 Revision
1 Revise What do you like? What does he/she like? by selecting several pairs to present their dialogue from SB Page 41, Lesson 97.
2 Ask several students to tell about Li Shan and her family.
3 Check the students' dialogues about what they and their families like to eat.
Step 2 Presentation
1 Revise the names of food, using flashcards.
2 Make a chart like the one in WB Lesson 97, Ex.3. Use the names in SB Page 42, Part 1. Ask Does he /she like …? Help the students to answer the questions, Yes, he / she does. or No, he / she doesn't. Then in pairs, have the students ask each other the questions and answers. They can use the answers in the form for help.
Step 3 Read and talk
SB Page 42, Part 1. Students read the form to their partner. Ask some questions about one of the characters such as, Does Li Ming like milk? Ask the students to look at the chart and help them to answer Yes, he does. / No, he doesn't. etc. Now have the students work in pairs, asking and answering questions about Lin Tao, Fang Lei, etc.
Step 4 Read and answer
Culture note: What is typical American food? There isn't any! Since Americans come from many different ethnic backgrounds, there are many different tastes. For example, an American family might eat Italian food one night, Mexican food the next and Chinese food on another night. Just as in America, there is also a great variety of food found in Great Britain. However, the British tend to like to eat more Indian food than the Americans.
1、SB Page 42, Part 2. Books closed! Ask What do you think American students like to eat? What do you think British students like to eat? etc. Write the answers on the Bb. Teach restaurant. Say, Little Val likes to eat in a restaurant. Ask Why does he like to eat in a restaurant? Open your books and let's scan for the information in Part 2. Give the students one minute to find the answer. (Because he likes the toys.) Check the answer.
2、Speech Cassette Lesson 98. Books still closed. Play the tape, students listen. Now ask comprehension questions at the end of the reading. Teach often and well. Books open, play the tape again while the students read and repeat.
3、In pairs, have the students practise reading aloud. Have student A read, while student B listens and then switch. Be sure to walk around and give help with pronunciation, intonation and rhythm as needed. Be sure the /J/ of they and the is pronounced correctly, (there should be no /s/ or /d/ sound)。 Check yourself. As an English teacher, you need to be careful of your own pronunciation. Make sure your pronunciation of /J/ is correct.
4、Get the students to ask each other the questions about the passage.
Step 5 Ask and answer
In pairs, have the students ask and answer questions about the people in the chart. Then you may ask the class questions at a quicker pace.
Step 6 Game
Tell the students in Chinese that you have a friend who only likes food that contains a certain letter. The students must find out the secret letter. (e.g. your friend only likes food that contains the letter a, so he / she likes apples, pears, bananas, oranges, meat and bread, etc. He / She doesn't like eggs, rice or milk, etc.) Say He / She likes apples, but doesn't like eggs. Get the students to ask Does he / she like …? until they guess the letter. Repeat with other letters. If there is time, talk about clothing, colours, etc. as well as food.
Step 7 Workbook
SB Page 120, Wb Lesson 98, Exx. 1-3. Ex. 2 helps students grasp the basic structures of the Simple Present Tense. It can develop students' accuracy in using the language.
For Ex. 1, divide the class into groups of four. Each student asks the other three students in his/her group about their likes and dislikes. They should write down their answers in the form. Finally, you may call out some students to report to the whole class. Help the students to answer like Zhuang Hua likes meat. She doesn't like potatoes, etc.
Students should give their own answers to the questions in Ex. 3. Encourage them to think up more questions. Ex. 4 — a tongue twister is optional.
Homework
Finish off the Workbook exercises.
《What do you like》教學(xué)反思：
本課是任務(wù)型教學(xué)的一個很典型的例子，同學(xué)之間相互采訪，了解各自喜歡的食品并填寫表格。我通過創(chuàng)設(shè)情景，幫助學(xué)生理解和使用 What do you like?及What don't you like?這個句型。采訪這個活動設(shè)計得很好，充分體現(xiàn)了新課標(biāo)的精神，讓學(xué)生用所學(xué)的英語做事情。這個活動既給了學(xué)生展示自我的空間，又增強了學(xué)生之間的友誼。歌曲的教學(xué)體現(xiàn)了英語與音樂學(xué)科的相互滲透，使學(xué)生在音樂中體驗到學(xué)習(xí)英語的樂趣。
1、構(gòu)建和諧民主的師生關(guān)系，達(dá)到情感互動。 創(chuàng)建民主的師生關(guān)系， 營造愉悅、 寬松的課堂氣氛， 讓學(xué)生樂于參與教學(xué)活動。 在教學(xué)中，教師以自己對學(xué)生良好的情感去感化學(xué)生，去引發(fā)學(xué)生的積極情感反應(yīng)，使英語課堂開創(chuàng)出學(xué)生敢于開口、樂于表現(xiàn)、活潑向上的新局面。
2、抓住特征，促進心理、生理互動。 抓住小學(xué)生的好奇、好動、好強心理、生理特征，引導(dǎo)學(xué)生主動參與教學(xué)活 動。為此，教師在教學(xué)中要多創(chuàng)設(shè)活動情景，利用多種活動形式，調(diào)動學(xué)生的各個器官的參與，以吸引小學(xué)生的注意力。“爭強好勝”是小學(xué)生的共同特點。在課堂教學(xué)中，組織學(xué)生開展競賽、合作學(xué)習(xí)等活動，給學(xué)生制造“表現(xiàn)”自我的機 會，得到同學(xué)和老師的認(rèn)可，且能有效地增強他們的自信心、成功感。
3、“巧”設(shè)課堂活動，完成操練互動。
?、偾赏嬗螒?玩中有學(xué)，學(xué)中有玩。愛玩是孩子的本性。如果在課堂上還是采用單一，死 板的方法，根本不能適應(yīng)兒童發(fā)展。所以在平時的課堂教學(xué)中上我使用了很多的孩子們喜歡的游戲，而且將游戲巧妙的貫穿于整個課堂，充分調(diào)動了學(xué)生的積極 性，使學(xué)生始終處于興奮狀態(tài)。使機械、呆板的學(xué)習(xí)過程變得愉快、生動，烘托 了課堂的氣氛， 使學(xué)生在輕松、 愉快的氣氛中獲得了知識， 并感受到學(xué)習(xí)的樂趣。 如通過 Magic eyes、 guessing games 等游戲，不僅可以讓學(xué)生盡情投入到游戲 中，還可以減輕學(xué)生的心理壓力和負(fù)擔(dān)，給學(xué)生一個輕松和諧的語言環(huán)境，也使 得課堂充滿活力。
②巧設(shè)情景 由于客觀條件的限制，學(xué)生們?nèi)狈τ⒄Z語言環(huán)境，在課外學(xué)生很少有聽、 說的機會，所以我就多給學(xué)生提供“習(xí)得”的機會，在課堂上創(chuàng)設(shè)情景，讓學(xué)生 在真實環(huán)境中習(xí)得語言。因此，我設(shè)計了在餐廳里，服務(wù)員詢問客人的情景。我還讓學(xué)生們先來爭當(dāng)“服務(wù)員”，條件是：誰把“What do you like?What don't you like?”讀得最有禮貌，就誰當(dāng)。 這樣孩子們在歌聲和笑聲中不知不覺的掌握了單詞及句型，一點兒也不覺得枯燥和厭煩。課堂不再是過去的你教我讀，而是讓孩子們在情景中輕松地掌握英語知識。
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